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- Volume 15, Issue 3, 2001
South African Journal of Higher Education - Volume 15, Issue 3, 2001
Volumes & issues
Volume 15, Issue 3, 2001
Author G. PienaarSource: South African Journal of Higher Education 15, pp 162 –167 (2001)More Less
Complementary studies are knowledge areas aimed at augmenting and broadening the education of engineering students at the undergraduate level. These studies have become an important international accreditation criterion for modern engineering qualifications. The study of these topics is aimed at developing future engineers in a more holistic manner and preparing them to cope in a rapidly changing world. In addition to having the traditional engineering skills, modern engineers are expected to be more innovative and business oriented, able to manage and communicate effectively, and to be conscious of social, ethical end environmental responsibilities in the execution of their profession. These objectives are discussed in detail in the article. The design of an undergraduate engineering curriculum, together with the application of specific instructional and learning strategies and assessment methods that may address these matters effectively, are proposed and discussed.
Author P. SinghSource: South African Journal of Higher Education 15, pp 168 –177 (2001)More Less
The aim of this study was to investigate the effects of an incentive scheme on staff performance at a technical college. For this purpose, a case study with semi-structured interviews was undertaken at a technical college in Port Elizabeth. The selection of the college was prompted by the need for staff morale to be raised and team spirit to be rejuvenated. The results of the investigation suggest that rewards Ð tangible or intangible Ð are linked to performance. Human resources thrive on reward and recognition from those that they interact with and this invariably influences the output of their productivity. The study further found that the absence of an incentive scheme at a technical college holds the key to many of the concerns expressed at such institutions. The findings strongly suggest that an incentive scheme be introduced at technical colleges to enhance performance levels of the staff.
Source: South African Journal of Higher Education 15, pp 178 –184 (2001)More Less
The attitudes, values and dispositions that students hold when they enter teacher education programmes act like powerful filters between them and the new ideas to which they are exposed. Sometimes, these beliefs do not support currently accepted good practice in teaching and there is a danger that teacher education will do little to change students' inappropriate views. The research reported in this article investigated one aspect of this problem. It sought to expose students' beliefs about classroom management and discipline. The findings suggest that the student teachers in this study held strong beliefs on a number of issues, especially on discipline and control, which are not compatible with research-based findings on supportive classroom climates. The article highlights the implications for teacher educators and suggests one approach to addressing the problem.
Source: South African Journal of Higher Education 15, pp 185 –193 (2001)More Less
Research on the human brain, and specifically on how we think and learn, has contributed to our understanding of the functioning of the brain. Insights gained from this research has, amongst others, led to the development of a metaphoric four quadrant whole brain model, by which human thinking style preferences can be described. The significance of this model and possible implications for teaching and learning in adult learner contexts have not been widely reported on. This article describes a research project in which the thinking preferences of a group of educators enrolled for the Diploma in Higher Education and Training Practice at the University of Pretoria were determined. The knowledge pertaining to the educators' preferred thinking styles was used as a point of departure to foster an awareness for the whole brain concept and the existence of diversity in thinking style preferences. This diversity poses challenges for all classroom practices.
Source: South African Journal of Higher Education 15, pp 194 –201 (2001)More Less
In this article we present a case study to illustrate and reflect on the process of developing an outcomes-based approach to essay writing in a university Economics 101 course. We argue that lecturers need support in the process of changing curricula and developing student writing to meet outcomes-based education policy and course requirements. Implementing an outcomes-based approach to essay writing proved to be more complex than the lecturer initially anticipated and challenges like making outcomes and marking criteria explicit, changing marking feedback, and improving student essay writing, surfaced during the process. The lecturer reflects on these aspects and how she developed and implemented a second essay-writing task. The teaching assistant and students' feedback are also discussed. The lecturer's reflections and comments are indicated by indentation.
A four quadrant whole brain approach in innovation and engineering problem solving to facilitate teaching and learning of engineering studentsSource: South African Journal of Higher Education 15, pp 202 –209 (2001)More Less
Engineering curricula traditionally favour the development of analytical and technical skills. There is a worldwide recognition that this bias needs to be addressed to also develop "non-technical" skills. During 1999 the Herrmann Brain Dominance Instrument (HBDI), by which human thinking style preferences can be described, was used as facilitating tool to enhance the learning of non-technical skills of first year civil engineering students at the University of Pretoria. The knowledge pertaining to the engineering students' preferred thinking styles was used as a point of departure to foster an awareness for the whole brain concept and the existence of diversity in thinking style preferences. This diversity has implications for teaching and learning style preferences that pose challenges for all classroom practices. This article demonstrates, with a few selected examples, the application of a four quadrant whole brain approach in teaching and learning facilitation of non-technical skills to first year engineering students.
Restating a philosophy of education: integrating the personal, public and professional dimensions of al-Attas' view on philosophy of education : review article
The educational philosophy and practice of Syed Muhammad Naquib al-Attas: an exposition of the original concept of Islamization by Wan Mohd Nor Wan DaudSource: South African Journal of Higher Education 15, pp 210 –215 (2001)More Less